英语自学本科毕业论文-Activating Students Through group work and pair work.doc

此文档收集于网络，如有侵权，请联系网站删除姓名学号专业英语指导教师职称论文（设计）题目Activating Students Through group work and pair work选题依据和意义This project is aimed to motivate the students in English learning through group work and pair work , which can help the students understand teaching materials quickly and easily. At the same time, it can develop the students imagination and creativity, and improve their English in every possible way . 研究的基本内容及解决的主要问题ctivation. Four methods are used, and they are analytic method, cause analysis, questionnaire survey and brain storming a研究的进度、步骤In my teaching. I found some of my students lack interest in English learning. So I made a problem analysis by means of four methods. Then I thought I could make a hypothesis that group work and pair work can activate the students in English learning based on the project rationale I learned. So I carried out my research design lasting two months or so. 研究的方法及措施ctivation. Four methods are used, and they are analytic method, cause analysis, questionnaire survey and brain storming 主要参考文献Bill. The Industrial Revolution Of the 19th Century. London: London City Press, 1927.Thomas Hardy. Tess of the dUrbervilles. Oxford:Oxford University Press, 1989.W.Hacker. Womens Role. Boston: Boston Commercial Press, 1930.YuYang. From the Spirit of Revolt of the Tragic View Tess. Beijing: ShangWu Press, 1971.指导教师意见 指导教师（签名）： 年 月 日毕业论文（设计）领导小组意见 组长（签名）： 年 月 日摘 要本研究报告展示了一个通过小组和成对合作来激发学生学习英语兴趣的详细的实施方案。本项目的假设是小组和成对合作能够帮助学生快速而又简单地掌握学习材料，从而激发学生愉快的学习英语的兴趣。据此，我采纳了一个12周的项目设计过程，通过调查问卷和测试的手段来收集数据，通过讨论结果更加证实了小组和成对合作确实能激发学生学习英语的兴趣。然而，该项目对极个别基础比较差的学生收效甚微，所以我有必要进行深入的研究来激发他们的英语学习兴趣。在实验过程中，我使用了分析、原因分析、调查问卷和头脑风暴四个理论方法验证了该假设。关键词：小组合作，成对合作，兴趣，技巧AbstractThis study presents a detailed report of the project implemented to foster students motivation in English learning through group work and pair work in English. Based on the hypothesis that group work and pair work can help the students master the teaching materials quickly and easily and thus motivate the students to learn English happily, in this aspect a twelve-week program was adopted. Data were collected through questionnaires, analysis and discussion of which shows that group work and pair work really contributes to students motivation in language learning. However, the program seems to be useless to some elementary students, because they are poor in English. So further research is needed to motivate the learners. Methodologically, four methods are used. and they are analytic method, cause analysis, questionnaire survey and brainstorming activation.Key words：Group work ，Pair work，Interest，MethodsContentsAcknowledgment Abstract(in Chinese) Abstract(in English) Contents 1. Introduction 12. Summary of the Preliminary Research 13 Possible solutions 34 Project objective 35 Project hypothesis 36 Project rationale37 Research design48 Project implementation 58.1 Use group work and pair work to teach vocabulary 58.2Use group work and pair work in sentence patterns68.3Use group work and pair work to teach dialogues88.4Use group work and pair work to master texts 109 Data analysis129.1Data from the questionnaires129.2Data from tests 1310 Conclusion1411 Problem unsolved1412 Reference 1413 Appendix A Questionnaire 1 for problem analysis 16Appendix B Questionnaire 2-the post-trial questionnaire 17Appendix C Teaching notes18Appendix D Teaching diaries 20Appendix E Text papersActivating Students Through group work and pair workInvestigator: Shan Xiujuan1 Introduction I have been teaching English for 9 years. Now Im teaching students who are in Grade Three of a junior middle school.It is known to all that initiative is the key to success, and interest is the best teacher. What the teacher should do in class is to activate the students and provide conditions for learning to take place. I have been a teacher of English for 9 years. This term 1 found that the classroom atmosphere was getting less and less active. Many of them idled in class. They were taking a less active role in classroom activities. A few students even dropped out. So how to improve their initiative in English learning becomes a serious problem. Based on some knowledge and approaches that Ive learnt from CCTV university, considering the characteristics of my students, with the help of my supervisor Tian Zuogang ,I decided to adopt group work and pair work in my lessons to motivate the learners, and help them to keep up their English learning.2.Summary of the Preliminary Research 2.1 Problem The problem I have in my teaching is that most of my students are not active in English class, most of them are not interested in English learning, and they are easy to forget what they have learned.2.2 Problem Analysis Then why are the students lack of interests in English? Why did they idle in English class? By means of interviews and questionnaires, I found that there were three kinds of reasons:a. Top students style. Most of them are intelligent as well as diligent, They spare no efforts to enhance their English appreciating, writing and acting, but some of them are not satisfied with their teachers teaching because they are dull and arbitrary and cant give them a free opportunity to express themselves. This kind of mood makes them lack of motivation in English.b. Secondary students style. This kind of students covering about one third of the whole class were neither ”good” nor “bad”. Their test marks are of an average level. So they dont care about whether their teachers teaching method is interesting or not , they just sit there and do what the teacher tells them to.c. Elementary students style. This sort of students has nothing to say about their teachers lessons, because they cant follow them. Then they are tired of the classes and often fall asleep in class.The problem had been troubling me for a ling time and now I am determined to find a solution to the problem. In my study, I used four methods of analysis.2.2.1 Analytic methodNow that the students of mine are lack of interests in English learning. I wanted to know why it should be the case. Do they have the motivation to learn English well? Do they know how to learn it. They may be lack of effective measures to learn English. So how to improve their interests in English learning became a task of priority. Then I decided to motivate them by group work. And pair work.2.2.2Cause analysisIn order to know my students from the bottom of their hearts. I decided to make cause analysis.2 Is it because my teaching approach lacks interest?May be.3 Is it because they are accustomed to the traditional pattern of teaching and learning?May be.4 Is it because they are ingoing?5 Is it because they dont like learning English?May be.6 Is it because they have some difficulty in learning English?Yes.2.2.3 Questionnaire Survey.After I have gone through the problem analysis by the analytic method and cause analysis. I fell quite confident about what sorts of questions I should raise in my questionnaire. Since most of my students are not interested in learning English, and they are tired of listening passively or repeating what is said verbatim. I designed a questionnaire (see Appendix A) to find out why it should be the case. I wanted to get more exact opinions from all the students through the questionnaire. And I tried to make it as scientific and effective as possible, then I distributed them to all the students, they returned their questionnaires which were left anonymous. After gathering all the questionnaires. I made some statistical evaluation. The result showed that 35% of the students lacked interest in English study, 40% of them were eager to reform the traditional teaching approach. They had difficulties that they couldnt overcome. So they lost confidence and interest in English study.2.2.4 Brain storming activation. When I considered the problem for a long time. I decided to consult with my supervisor Mr Tian Zuogang. At the same time I asked my students for their advice. They gave me much help. So I decided to launch a project to overcome this problem.3 Possible SolutionsTaking the above factors into consideration, there are several ways to stimulate the interest and awaken the motivation of learning English. In general. I mainly motivate the students through the group work and pair work.Now let me explain it in details.1)To wake full use of demonstration in English teaching and try to joint listening and perception together so as to activate the perceptive organs and act with gestures, putting the vivid and lively demonstration method into practice 2)To hold some necessary English contests and to perform various activities suck as different kinds of contests of programs so that the students can be encouraged to take part in the class activities and to study hard out of class, at the same time raising their interest and strengthening their will to English study .In this process students learning is reinforced and their skills in listening , speaking ,reading and writing are improved 4. Projective Objective This project is aimed to activate the students in English learning through group work and pair work.5. Project HypothesisConsidering the age factors of the students, group work and pair work can help students understand teaching materials quickly and easily and thus motivate the students to learn English happily.6. Project Rationale As is known to all, we can do anything well if we are full of enthusiasm, responsibility and patience, and it is with the students. Enthusiasm and responsibility come from successful experience. Successful experience is able to help students arouse interest. According to some results of psychology study, a pleasant and relaxing situation is also helpful for developing the learners interest. group work and pair work can make the learners in high spirits and have competence to develop their interest in English.According to Williams and Robert Burden, motivation refers to “a state of longitude and emotional arousal which leads to a conscious decision to act, and which gives rise to a period of sustained intellectual and physical effort in order to attain a previously set goal. Motivation is one of the most important factors in learning a foreign language. As Darwin said “Just as eating without liking does harm to ones health, learning without liking harms memory and retains nothing it takes in. Former experiments show that among the factors contributing to success of learners, motivation accounts for about 35%. Another study indicated that the development of humans ideation is a process from thinking in images to abstraction. The teenagers in middle school have developed thinking more in images than in abstraction. Application of group work and pair work in English teaching will create language circumstances for students and mobilize their enthusiasm in thinking in images, for the abstract language materials to turn into concrete images. Hence the group work and pair work are suitable for the psychological development of teenagers. It is not only a better way to motivate the students, but also helpful to their memory. 7.Research Design 7.1SubjectsFor this research, I chose two classes of my students as subjects, one as the Experimental Group, the other as the Control Group. Throughout the project, the Experimental Group will receive special kind of teaching, i.e. to motivate the students by means of contest of group work; While the control Group will receive traditional teaching.7.2Procedure This project lasted three months from September to November.7.3 Principles to follow a. Accord the students interest and practicability with the contents of the teaching materials and the age of the students. b. Create a good teacher-student relationship, motivate and encourage them without forcing. c. Provide a stress-free and learner-centered environment.7.4 Techniques for Data Collection During this research two techniques were adopted, namely questionnaire and test. To gather information for the design of the research and to test whether the research is effective, two questionnaires will be issued, one at the beginning of the research and the other at the end. Two tests will be included(one as the pretest, the other as the post test for comparison) to test the co-efficiency between motivation and school recording.8. Project ImplementationMy hypothesis is that we can activate the students by group work and pair work, so I designed four activities tried out in four weeks and these activities are reported as follows.8.1 Use group work and pair work in vocabulary revision. The purpose of this activity is to systematize the words of a given sphere. The teacher divided the whole class into 6 groups, and told the students of each group to think out as many words as possible. The one who can say the largest number of words will get the first prize. This sort of contest is used to stimulate the students in vocabulary learning.Example 1I offered a word school to every group. Then asked each group to write down as many words as are related to the word school. At last each group should use these words to write a passage about it. One of the suggested answers is as follows:classroomreading-roomdining-roomschoolmasterteacherstudentdeskchairbenchchalkblackboardpenbookrulerpencilpencil-boxeraserschool-bagexercise-bookhomeworkplaygroundsound labchemistry-labphysics-labcomputer-roomrecordermultimedia-classroomdormitory officeIn the end, Group 2 won the prize. Example 2When teaching such animals: snake, tortoise, hare, owl, giraffe and elephant. I divide the class into two groups. Write Blue Cat on the right side of the blackboard and Red Fox on the left. Make one student come to the front and imitate their actions. The others guess what is it in English. The one guessing correctly can draw a star on the blackboard. At last, Lets count which group gets more stars and it will be the winner. For Example:Blue Cat Red Fox 8.2 Use group work and pair work in learning sentence patternsEnglish is full of sentence patterns. If the students only look at the book and read the sentences after the teacher, which is what I used to do, they can hardly be motivated and the structures will be difficult to master. When group work and pair work were applied in sentence-pattern instruction, the situation was changed.Example When teaching the Go for it Unit5 Book5, there is a sentence pattern “if clause + main clause “. Through a series of chain sentence, the students can master it better. The detailed steps are as follows:First, I explained the pattern to the students and told them to attention the usage of it. Then I divided the whole class into six groups, and told the students of each group to make as many sentences as possible according to my requirement. Next I set up a situation to instruct the exercise.Ive got a pet monkey recently. Its lovely. It jumps up and down from the floor onto the chair or from the bed onto the bed. It likes eating fruits, especially peaches. It can also make faces to my family. If you like it. Ill give it to you. I told the students to make sentences with the” if clause “, the condition is that the later if clause must agree with the former main clause.T: If I give you a pet monkey, what will you do ?St1: If you give me a pet monkey. Ill take it home. St2: If I take it home, my sister will see it. St3: If my sister sees it ,she will be frightened.St4: If she is frightened, she will cry out.St5: If she cries out, our neighbour will hear her.St6: If our neighbour hear her, they will come to our house to see whats happened.St7: If they come to see whats happened, the pet monkey will get frightened.St8: If the pet monkey gets frightened, it will run away.St9: If it runs away, Ill run after it.St10: If I run after it ,the traffic policeman will stop me.St11: If he stops me, Ill tell him about the pet monkey.St12: If I tell him about the pet monkey, he will help me to catch it.St13: If he helps me, Ill catch the pet monkey.St14: If I catch the pet monkey, Ill take it home.St15: If I take it home, Ill tell my sister not to cry.St16: If my sister doesnt cry, the pet monkey will not run away.St17: If the pet monkey doesnt run away, it will live with us.St18: If it lives with us, it will amuse my family, too.After this kind of contest. The students in each group were all excited and exhausted, but they were much more familiar with the pattern, and those who made the largest number of correct sentences will be given a present.Example 2. When teaching Go for it Book5 Unit 4 What would you do, I asked the Ss to do the pair work with the pattern What would you do, One of the examples is as follows. What would you do if the teacher asked you to